The rules. This can cause other children to begin

The essence of this essay will be to demonstrate an understanding of how to identify and support the education of a child with Autism Spectrum Disorders, otherwise known as ASD in a mainstream reception class. To accomplish this goal I will discuss the main signs and symptoms of Autism Spectrum Disorders as well as present possible interventions that educators as well as the parents could implement in the lives of the affected students. ASD is a term used to represent a plethora of developmental disorders. It covers a wide range of symptoms, skills, and levels of disability. In children with ASD, the symptoms are generally present themselves by 3 years of age, although a diagnosis can sometimes be made after the “designated” age it is uncommon. It is also more common that ASD would appear in boys than it would in girls. There has not been a single cure found to treat ASD, although occupational therapy, speech and language therapy, educational support, a wide variety of other interventions are available to help children and parents cope with Autism Spectrum Disorders. The obvious features of ASD can be identified in the first phase of early childhood. Although that is the general rule there are exceptions where some of the signs of Autism Spectrum Disorder which may not be recognized until an unfamiliar environment is introduced such as the start of nursery or reception class. Furthermore, not all people affected with ASD will show these behaviors, but the majority will show several. The symptoms are divided into two dominant types of behaviors firstly restricted / repetitive behaviors and secondly social communication or interaction behaviors.Beginning with social issues, which are one of the most common symptoms in all types of ASD. Children who have ASD are not only affected by simple social “difficulties” like shyness. The social issues they have can cause major issues in the lives of those affected.  A young child with an ASD might have a very hard time learning to interact with other people.Some children with ASD might not be interested in other in being social with other children at all. Others might want friends, but not understand how to form bonds of friendships. Many children with an ASD have a very hard time understanding to take turns and sharing or being understanding of rules. This can cause other children to begin to alienate them without understanding the child with ASD. Because ASD presents itself in different ways some children might have problems with displaying or sharing their feelings. They also might have a difficult time being empathetic towards other children’s feelings. Students who have the disorders(s) maybe extremely sensitive to being touched and might not want to be held or played with. All these could potentially make it hard on a child in a mainstream reception class.The way I as an educator could support the child in being successful in a mainstream class is by  “Teaching self-control and self-monitoring procedures to maintain and generalize job-related social skills, such self-instructions”. (Castro, 2017). The way I would accomplish teaching self control is to bring incentives for completing tasks and refraining from breaking class rules. To develop self monitoring behaviors and to help the child stay focused on completing what is asked of him/her I would develop a daily in class routine that would not change and also work with the parents so that they can also provide that kind of stability at home. Supplementing the child’s education with the mentioned two methods would help the child in being comfortable to be social with the other kids allowing them to work together eventually developing the child so that he may engage in self instructional activities. A child with ASD could be successful in a mainstream reception class. Although the educator plays a key role in the success of a child with ASD the parents have an equal role in preparing the child for a classroom environment by beginning to teach the child how to follow tasks, reinforcing good behavior and modelling to show the child what will be expected of them in a reception classroom environment.